TEACHING ENGLISH TO YOUNG LEARNERS-I

Course Description

Students will understand the differences between young learners (K-6) and learners at other ages (in terms of learning of language structures, skills and sub-skills), misconceptions about young learners; learner styles (e.g. visual, auditory, kinesthetic) and strategies (e.g. meta cognitive, cognitive, socio affective) of young learners; activities (e.g. puzzles, stories, games, simulations) and audio visual aids (e.g. pictures, realia, cartoons, puppets, songs) for the teaching of vocabulary, language skills and structures; selecting and sequencing teaching points and adapting and evaluating materials according to the cognitive and affective development and language level of the learners; classroom management techniques necessary for young learner classrooms.

TEACHING ENGLISH TO YOUNG LEARNERS-I

Evaluation Tools (Active Term)

Course outcomes

1. 01 Students will be able to (1) list and explain components of active learning according to Piaget and social constructivism, (
2. 02 (2) compare collaborative and competitive tasks,
3. 03 (3) discuss the role of motivation,
4. 04 4) explain how interactional modifications are used in the classroom with younger and older learners,
5. 05 (5) exemplify some of the speaking, listening, reading, writing, vocabulary and grammar activities,
6. 06 (6) explain autonomy and learners strategies,
7. 07 (7) exemplify activities for young and older learners.

Course Syllabus

Reference Books & Course Materials

1. 01 Pinter, A. (2017) Teaching Young Language Learners. Oxford: OUP
2. 02 Cameron, L. (2008). Teaching Languages to Young Learners. Cambridge: CUP
3. 03 Linse, C. (2005). Practical English Language Teaching: Young Learners. New York: The McGraw-Hill Companies
4. 04 Moon, J. (2006) Children Learning English. , MACMILLAN, HEINEMANN.

Learning Outcomes

1. L01 Students will be able to list and explain components of active learning according to Piaget and social constructivism, SOLO 3.5
2. L02 Students will be able to compare collaborative and competitive tasks, SOLO 4
3. L03 Students will be able to discuss the role of motivation SOLO 5
4. L04 Students will be able to explain how interactional modifications are used in the classroom with younger and older learners, SOLO 4
5. L05 Students will be able to exemplify some of the speaking, listening, reading, writing, vocabulary and grammar activities SOLO 4
6. L06 Students will be able to explain autonomy and learners strategies, SOLO 4
7. L07 Students will be able to exemplify activities for young and older learners. SOLO 4

Program Outcomes

1. P01 1- make use of their professional training in language teaching and achieve effective classroom management,
2. P02 2- carry out research on the development of their learners’ social, psychological and personal characteristics by using testing and evaluation techniques in accordance with ethical principles and then report their results.
3. P03 3- conduct research using basic scientific research techniques with the aim to find solutions to problems that may be encountered in the field of Teaching English,
4. P04 4- evaluate, apply and interpret concepts and scientific methods related to the field of teaching English
5. P05 5- choose appropriate language teaching methods and techniques considering diverse learner characteristics stemming from their ages, learning styles, motivation and background knowledge,
6. P06 6- prepare daily lesson plans appropriate to the things to teach and deliver effective lessons by using appropriate course materials and instructional technology,
7. P07 7- choose appropriate materials available for use and/or develop their own course materials according to students’ level, interest and learning characteristics with the aim to use them in the teaching of language items (phonological, lexical, grammatical items and so on) and in the development of learners’ language skills (listening, speaking, reading and writing),
8. P08 8- choose and use appropriate measurement tools and materials to asses and evaluate learners’ development and success,
9. P09 9- explain the similarities and differences between first and second language acquisition theories, and relate these theories to language teaching theories and practices.
10. P10 10- make use of principles, theories, approaches and techniques for the development and evaluation of educational programs.
11. P11 11- explain the concepts of Theoretical Linguistics & Applied Linguistics and use their knowledge for the preparation of lesson plans appropriate to the characteristics of the target language,
12. P12 12- use information and communication technology together with computer software required by the field,
13. P13 13- describe the characteristics of different text types considering basic theories & approaches in translation and translate texts from English to Turkish and from Turkish to English,
14. P14 14- define the basic concepts and principles of classical and modern literature, analyse and construct information, and then make use of their literary knowledge in language teaching,
15. P15 15- use the target language to obtain and transmit information; communicate either orally or in writing.
16. P16 16- identify and solve problems in their social environment with the awareness of social responsibility they have developed.

Po-Lo Matrix